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Cover -- Half Title -- Title -- Copyright -- Dedication -- Contents -- List of Tables -- Preface -- Introduction: Arguments in Support of an Anti-Oppressive Perspective in Counseling and Psychotherapy -- Trouble in the Global Village -- Inequality Makes Us Unwell -- Social Problems Are Historically Driven -- We Choose to Either Perpetuate or Challenge Privilege -- It Is Expected of Professionals Providing Counseling and Psychotherapy -- Advocacy Is a Professional Responsibility -- The "Fifth Force" in Psychology Is a Call to Social Justice -- 1 Oppression and Mental Health -- Inequality -- Economic -- Social -- Political -- Positions Against Social Inequality -- Legacies of the Settler Societies -- Race and Ethnicity -- Gender and Sexuality -- Employment and Ability -- Age -- Religion -- Colonialism Today -- Social Privilege -- Oppression -- Stigma and Prejudice -- Micro-Aggressions -- Conclusion -- Web Links -- Key Terms -- Discussion Questions -- 2 Psychologies of Liberation -- Liberation Psychologies -- Feminist Psychologies -- LGBTQ2+ Psychologies -- Black Psychologies -- Indigenous Psychologies -- Latina/o Psychologies -- Liberation Processes -- Critical Consciousness -- Power: Personal and Structural -- Utility -- Therapist Competencies -- Teaching for Critical Consciousness -- Conclusion -- Web Links -- Key Terms -- Discussion Questions -- 3 Anti-Oppressive Practice -- Defining Justice -- Freedom and Equality -- Origins of Anti-Oppressive Practice -- Dimensions of Anti-Oppressive Practice in Counseling and Psychotherapy -- Applications of Anti-Oppressive Practice in Counseling and Psychotherapy -- What AOP in Counseling and Psychotherapy Is -- What AOP in Counseling and Psychotherapy Is Not -- Anti-Oppressive Counseling and Psychotherapy -- Conclusion -- Web Links -- Key Terms -- Discussion Questions -- 4 Common Factors

BackgroundReasons underlying the social exclusion of children with intellectual or learning disabilities are not entirely understood. Although it is important to heed the voices of children on this issue, it is also important to consider the degree to which these ideas are informed. The present authors invited educators to evaluate the content of children's ideas on the causes of social exclusion.MethodEducators thematically sorted and rated children's ideas on why classmates with intellectual or learning disabilities are socially excluded. Sorted data were analysed with multidimensional scaling and hierarchical cluster analysis.ResultsSix thematic clusters were identified differing in content to those provided by children in an earlier study. Educators generally rated children's ideas as showing somewhat uninformed ideas about why social exclusion occurs.ConclusionsEducators indicated that children need to be better informed about intellectual and learning disabilities. Limitations and implications are discussed.

Resource workers are child welfare workers who work closely with foster parents following placement of a child placed in care. One of the challenges they experience is reluctance to their involvement. Resource workers from a large metropolitan area were asked: "What do you do when foster parents are reluctant about your involvement?" Responses to this question were analyzed with multidimensional scaling and cluster analysis. Nine concepts resulted, including: Recognize Problems, Build Trust, Go the Extra, Be Positive, Broaden their Network, Find Commonalities, Set Limits, Understand Them, and Reinforce Accountability. These concepts were compared and contrasted with the available literature.

ABSTRACTLicensed Canadian foster parents residing in a central province where Aboriginal children have been overrepresented in child protection caseloads and Aboriginal adults under‐represented as caregivers were asked about their experiences fostering children from a different culture than their own during telephone interviews. In response to the question 'What are the benefits of fostering children who have different values, beliefs and traditions than you?', 48 unique responses were received. These responses were independently grouped together by foster parents and the groupings analysed using multidimensional scaling and cluster analysis. Six concepts emerged. They included learning about a different world view, reflecting on one's own beliefs, an opportunity to share and change, confidence to foster across cultures, humility, and seeing children teach and learn from each other. Similarities and differences between the results and existing research were identified and research implications were described.